W4

Learning Area Mathematics Grade Level Four

Quarter Third Date

I. LESSON TITLE Relating Triangles to Quadrilaterals and One Quadrilateral to Another

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
Suggested
IV. LEARNING PHASES
Time Frame
A. Introduction
Quadrilateral
● Relate triangles to quadrilaterals M4GE-IIId-18.1
● Relate one quadrilateral to another quadrilateral (ex: square to
rhombus) M3GE-IIId-18.2
Relating triangles to quadrilaterals and one quadrilateral to another
quadrilateral
Learning Activities
Day 1 Last week we studied about describing and identifying triangles according
to sides and angles as well as the different kinds of quadrilaterals.
Polygons are also discussed as plane figures having sides and corners. Two
of their kinds are triangles and quadrilaterals. Both triangles and
quadrilaterals are polygons. A triangle has three sides while a quadrilateral
has four.
This week, we are going to study the relationship of triangles to
quadrilaterals and discover how one quadrilateral relates to another
quadrilateral.
In this lesson you are expected to:
 Relate triangles to quadrilaterals. and
 Relate one quadrilateral to another quadrilateral (ex. square to
rhombus)
Let’s read this:

Shown above is an illustration on how we can relate a triangle to a

quadrilateral. Here, the sum of the measures of the angles of each triangle
has a total of 180 degrees and since a quadrilateral contains two triangles,
therefore, the sum of the measures of its angles equals 360 degrees.

Another illustration above shows the relationship of triangles and

quadrilaterals where their formulas clearly relate. The formula in getting the
area of a quadrilateral is A=B x H while a triangle is A=(B x H)/2, which shows
that in every quadrilateral there are two triangles.

There are many different types of quadrilaterals and they all share the
similarity of having four sides, two diagonals and the sum of their interior
angles is 360 degrees. They all have relationships to one another, but
they are not all exactly alike and have different properties.
 As you can see above, a quadrilateral consists of parallelograms and
trapezoids. It is clearly shown that a trapezoid is not a parallelogram. Only
the rectangle, rhombus, and square are parallelograms, but they are all
quadrilaterals.
You can look for these links for more information about the lesson:
https://www.youtube.com/watch?v=GFPAaC0GAZc
Relating triangles to quadrilaterals
https://www.youtube.com/watch?v=0uSAV1NwB90
Relating one quadrilateral to another quadrilateral (ex: square to rhombus)
B. Development Day 2 Based on what we have discussed in our lesson, can you now relate a
triangle to a quadrilateral, and one quadrilateral to another quadrilateral?

Let us read and study this problem and answer in your notebook the
questions that follow.

Learning Task 1:

1.What shapes are formed?

2. How many triangles are formed?
3. Can two triangles fit in one cartolina which shape is a
rectangle?

Learning Task 2:

C. Engagement Day 3 After we learned concepts of triangles and quadrilaterals from Learning
Tasks 1 and 2, let us add more information to relate triangles to quadrilaterals
by answering another task.

Learning Task 3:
Answer the following with a YES or a NO. Write it on the blanks provided.
_______1. Do all triangles have three equal sides and three angles?
_______2. Do all quadrilaterals have four sides and four angles?
_______3. Can a quadrilateral be divided into two triangles?
_______4. Is any three-sided polygon a triangle?
_______5. Is any four-sided polygon a quadrilateral?
 D. Assimilation Day 4 Learning Task 4:
Draw a rectangular garden. At the center, draw a triangular pool.
Design your garden with a four-sided object that will make it beautiful.

Learning Task 5: Fill in the boxes for the correct information needed.
Quadrilaterals

● Remember that we can relate triangle to quadrilateral through the

illustration that each triangle has a total of 180 degrees and a
quadrilateral has 360 degrees, therefore, there are two triangles in a
quadrilateral to have both equal to 360 degrees.
● The relationship of triangles and quadrilaterals is in their area. The
formula in getting the area of a quadrilateral is A=BxH while in a triangle
it is A=(BxH)/2. This shows that in every quadrilateral there are two
triangles.
● There are many different types of quadrilaterals and they all share the
similarity of having four sides, two diagonals, and the sum of their interior
angles is 360 degrees. They all have relationships to one another, but
they are not all exactly alike and have different properties.
V. ASSESSMENT (Learning Day 5 In this part, your knowledge will be tested again. To assess your
Activity Sheets for understanding of our lesson for this week, do the task below.
Enrichment,
Remediation or Learning Tasks 6: Write True if the statement is correct and False if it is not.
Assessment 1. A rectangle is a parallelogram.
2. A parallelogram is consists of three triangles.
3. Both triangles and any quadrilateral is equal to 360 degrees.
4. A quadrilateral is equal to 360 degrees.
5. Trapezoids can never be a parallelogram.
6. Square is either a rectangle or a rhombus.
7. A rhombus is a square.
8. A quadrilateral needs two triangles to be equal to 30 degrees.
9. A trapezoid is a parallelogram.
10. There are ways that a triangle is related to a quadrilateral.

VI. REFLECTION ● The learners communicate the explanation of their personal assessment
as indicated in the Learner’s Assessment Card.
● The learners will write their personal insights about the lesson in their
notebook using the prompts below.
I understand that .
I realize that .
I need to learn more about .
 Personal Assessment in the Level of Performance of the Learners
Choose a symbol that represents your experience in answering and doing
the tasks. Put it in the column LP or Level of Performance. Read the
description for your guide in choosing the symbols.

- I did the task very well. It was not hard to answer. I learn the lesson
very well with the help of the tasks.

- I did it properly. I find some task difficult but I did it. The tasks help
me to understand the lesson.

? - I didn't do it. It was hard for me to answer the tasks. It is hard

for me to understand each task. I need more time and
clarification for me to understand it.

LP
Learning Task 1
Learning Task 2
Learning Task 3
Learning Task 4
Learning Task 5
Learning Task 6

Prepared by: Checked by:

Rosales, Aileen D.
Master Teacher I May C. Villanueva
Head Teacher III